How Tiger Woods Affects the Game of Golf
Like Muhammad Ali is to boxing and Michael Jordan is to basketball, Tiger Woods is considered by many to be the greatest golfer of all time. Due to his incredible playing on the course, his young age, and the endorsement deals he signed with major advertising companies, Tiger Woods’ fans place him on the “best of the best” list in professional sports. Society places an enormous amount of responsibilities on its champions or favorites. “ Sure, he is good on the course, but how well does he support society? What does he stand for”, the public says. There is more to Tiger Woods than a good golf swing or how well he can say “ Buy these shoes” in front of the advertisers’ cameras. Even though Tiger would never say it, his influence over the game of golf and society as a whole far outreaches the twenty-six years he spent on the planet so far.
Tiger Woods started playing golf in his garage, with a cut off club, when he was eleven months old. Now, twenty-six years later, he glides through the toughest, most widely respected golf courses in the world as if he was born to win. Golf course owners and managers change the distance from the tee-boxes to the hole in order to make the course more difficult for Tiger. He makes most courses look easy to play well on, despite the actual level of difficulty. He is the youngest player to win the Masters Tournament in the history of golf. Tiger makes over one million per tournament in which he places in t...
Charles Evans, Jr. was born in Indianapolis on July 18, 1890. His family moved to Chicago’s North side when he was three. Nearby was the former Edgewater Golf Club, which became an irresistible attraction for Chick. At the age of eight he was introduced to golf as a caddie. This contact launched him into eight decades of association with golf as a boy prodigy, national star, golf official, and finally the greatest humanitarian and benefactor the game has known (A look at the Evans Scholars Program). Golf was everything for Chick. From waking up each morning to caddy or playing a round of...
...teacher see what their students know, wonder about and techniques they use to make sense of the world and the classroom. This information can then be used by the teacher to differentiate instruction. The teacher can recover material, present alternative activities that students are more receptive in order to foster student responsiveness and engagement. In Page Keeley’s article An Introduction to Formative Assessment Classroom Techniques (FACTs) she articulates the purpose and power of a classroom that frequently uses formative assessments by saying, “it organizes the entire classroom around learning and informs ways teachers can provide more effective learning experiences based on how their own” (10). Formative assessments foster a supportive classroom community where students and even teacher thoughts are encouraged and in turn shape the future of that classroom.
Golf is the ultimate battle between man and nature. It is a beautiful sport in which dreams come true and hearts are broken. Man is challenged on every stroke by nature’s elements. Wind and rain are only a few of the conditions that affect this great game. Undulating hills, sand bunkers, thick rough, and even creeks and ponds come into play on most golf courses. These features are fierce at Augusta National Golf Course. Located along the fall line, the natural beauty of the region is the perfect complement to this championship golf course. Every spring when the flowers are in full bloom, Augusta plays host to The Masters Championship and is transformed into the Mecca of Golf.
Tiger now lives in a new home in Isleworth, Florida. Near the west side of
Malcolm Gladwell is a journalist writing for The New Yorker; he often deals with popular modern life theories and ethical issues. The essay was published in The New Yorker magazine, September 2013, so the issue of the essay is an ongoing and controversial incongruity ethical dilemma among sports industry. The magazine is nationwide read especially in the U.S. metropolitans. The contents are mostly about American literary and cultural landscape, reportage, and including short stories. The target audience of the magazine is originally educated to elite readers, also the essay intended audience would not be much different from the magazine’s, specifically, the sports circles and sports spectators among middle to upper-class people.
The agency I chose to do is the Hillandale golf course, which is located in Durham North Carolina. The reason why I chose to do my project on Hillandale golf course because since the beginning of the semester I have been traveling over to the golf course twice a week for a class learning the rules and the way the game of golf is played. Hillandale golf course is named the “Granddaddy golf course of Durham/ Research Triangle golf”. Hillandale was donated to the Durham area back in 1911 through the philanthropic interests of long-time Durham resident John Sprunt Hill. Donald Ross and Perry Maxwell originally designed the course. Donald Ross had designed the first 9 holes and Perry Maxwell came up with the last 9 holes. Since 1960 over 1.7 million rounds of golf have been played that being an average of 45,000 yearly. This public golf course provides a challenge from each level of players in the game of golf. In 1960, the Hillandale Golf Course was moved to its current location in Durham and was redesigned by George Cobb, who is also the designer of the Surf Club in Myrtle Beach, S.C.
In past, golf provided racism and only white people could have access to it. The article, “Race Relations And The Sports Of Golf: The African American Legacy”, by Marvin P. Dawkins demonstrates that Americans exploited and exclude the African American slaves to participate in white-controlled sports. African American formed their own organization in sports like basketball or baseball. The desegregation of race relations in sports starts to increase after World War 2 (Dawkins 327). It was not the case of golf. Firstly, the author examines the development of black golf in America. Golf was the last major sport to remove the black participation at professional levels. The first black professional golfer was John Shippen. He competed in many USGA tournaments. Also, he professional golf association exclude blacks for becoming members in 1916 (Dawkins 328). This restriction was not removed until 1961. Moreover, many of black clubs was fighting against discrimination in golf. In 1950’s, middle-class blacks create the National Association for the Advancement of Colored People. The black elite led in developing their organization to promote golf among African American. “Little progress had been made in terms of significant increase in the number of African American playing on PGA tour since Sifford gained full PGA membership status in 1964” (Dawkins 329). However, racism against backs ...
The fourth resource in the category of formative assessment was a book written by Connie Moss and Susan M. Brookhart titled, Advancing Formative Assessment in Every Classroom published in 2009. This text focused specifically on classroom lead practices aimed at building strategies to improve the formative assessment process. Like many other collected sources, this book stresses the idea that formative assessment improves student achievement and raises teacher quality as well. Besides explaining the formative assessment
Formative assessment was first used by Scriven (1967), but studies focused on formative assessment in ESL and EFL classes started in 2000. Among very few studies on formative assessment practices includes the ones of Gattullo (2000) Ruiz‐Primo & Furtak (2007), Pham (2012), Buyukkarci (2014) and Wubshet & Menuta (2015).
Although somewhat vague compared to summative assessment, several key features help frame formative assessment. First, formative assessment happens while learning is taking place as opposed to at the end of content delivery. Rather, this is considered “assessment for learning,” (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012, pg. 5). The format is formal or informal, but the outcome in its use is an in-progress check of what students know and what students do not know. Chappuis, Stiggins, Chappuis, and Arter (2012) define formative assessment as, “Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning,” (pg. 24). Second, this type of assessment is used to make instructional strategy adjustments. If student learning did not happen via one instructional method, the teacher must make the necessary accommodations to reteach the concept or skill. Next, it is not only used by teachers for feedback on instruction, but formative assessment is also used for providing timely, descriptive feedback to students and extends to allow for student self-assessment (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012; Popham, 2008). Formative assessment provides opportunity to provide specific feedback to students on where they are currently in their learning, and where they should be headed.
Theresa based her opinion on the fact that the druggist will be charged with an unfair amount of money for a cheap drug and will not budge on the price. She feels the importance of getting the drug for Heinz’s wife outweighs what’s right or wrong. Theresa is the type of person that views the moral importance of a situation and makes the adjustments for personal gain. Based on the Kohlberg Moral Development theory, we can assume that Theresa falls under the post conventional level of development, which means her age ranges from 13 years and up (Dacey, 2009, p. 248).
Formative evaluation provides students with feedback, observation, self-assessment, curriculum-based measurement and developing portfolios and required clinical competencies. Formative evaluation may be used by instructors to improve their teaching and students to improve their learning. Billings and Halstead (2012) describes formative evaluation as a toll useful in the process to guide revision and facilitates improvements through the use of discussion, feedback and student participation. Formative evaluation may be used as a diagnostic
Assessments have always been a tool for teachers to assess mastery and for a long time it was just to provide a grade and enter it into the grade book or report card. Through resources in and out of the course, there has been a breath of new life into the research on how to use assessments. They take many forms and fall within the summative or formative assessment category. Sloan (2016) addresses how formative assessments has traditionally been used by teachers to modify instruction, but when we focus on a classroom that is learner-centered “it becomes assessment for learning as opposed to assessment of learning” (slide 4). The fact is, the students are the ones that should be and are the ones using the data we collect through assessments, since it is our way of providing feedback in order
Furthermore, because of the pressure of high stakes testing there have been many negative side effects such as low motivation among teachers and students, test anxiety, lack of creativity in curriculum and teaching to the test (Harlen, 2005).
Most poor people manage to mobilize resources to develop their enterprises and their dwellings slowly over time. Financial services could enable the poor to leverage their initiative, accelerating the process of building incomes, assets and economic security. However, conventional financial institutions seldom lend down-market to serve the needs of low-income families and women-headed households. They are very often denied access to credit for any purpose, making the discussion of the level of interest rate and other terms of finance irrelevant. Therefore, the fundamental problem is not so much of unaffordable terms of loan but rather of the lack of access to credit itself.